Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 26 > No. 3 (2021)
Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.
competency-based education, personalized learning, case study
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Bingham, A. J., Adams, M., & Stewart, R. L. (2021). Competency-Based Education: Examining Educators’ Experiences. The Qualitative Report, 26(3), 674-695. https://doi.org/10.46743/2160-3715/2021.4383